Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 113

Lynch, Smith, Howarth
Illustration 6.4: A Sample Analytic Rubric 43
Criteria 50-59% 60-69% 70-79% 80-100%
Knowledge of forms,
conventions,
terminology, and
strategies of literary
texts Demonstrates limited
knowledge of forms,
conventions, terminology,
and strategies Demonstrates some
knowledge of forms,
conventions, terminology,
and strategies Demonstrates considerable
knowledge of forms,
conventions, terminology, and
strategies Demonstrates thorough and
insightful knowledge of
forms, conventions,
terminology, and strategies
Critical and creative
thinking skills Uses critical and creative
thinking skills with limited
effectiveness Uses critical and creative
Uses critical and creative
thinking skills with moderate thinking skills with
effectiveness
considerable effectiveness
Uses critical and creative
thinking skills with a high
degree of effectiveness
Communication of
Communicates information
information and ideas and ideas with limited clarity Communicates information
and ideas with some clarity Communicates information
and ideas with considerable
clarity Communicates information
and ideas with a high degree
of clarity and with confidence
Spelling and grammar Several errors A few errors Some errors No errors
Retrieved from http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html
The range and degree of student achievement is made explicit in a rubric by the use of criteria and standards.
Sadler (1987) defines a criterion as a property or characteristic by which the quality of something may be judged. Specifying
criteria nominates the qualities of interest and utility but does not have anything to offer, or make any
assumptions about, actual quality. In classroom assessment contexts, the collective criteria describe the
attributes of the learning outcome. By contrast, a standard is a definite level of achievement aspired to
or attained.
See “Sample Rubrics for Assessment”
https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml
http://edtechteacher.org/assessment/
In developing an assessment rubric, three elements are set in a performance matrix.
These elements are:


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Criteria for assessment which links to a relevant learning outcome (LMQ2) (See Table 6.4 and
Illustration 6.4 for examples)
Definitions and examples to clarify the meaning of each criteria (see Illustration 6.5)
Centre for Teaching Excellence, University of Waterloo. Retrieved from http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html
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